Previous research identifying fundamental learning style characteristics among secondary home economics students is replicated and extended. This research focuses on vocational agriculture students. Confirmed by factor analysis are six factors characteristic of students' learning styles. Results suggest that these characteristics may be…

Fourth- and fifth-grade learning-disabled and nondisabled children were shown cartoon faces and required to learn which faces exemplified criterial attribute (analytic) and family resemblance (holistic) concept category membership. Children performed equally well on criterial attribute tasks, but learning-disabled children did less well on family…

Summarizes the results of six studies that examined differences between courses in computer programming and computer literacy, and the relationships between achievement in these courses, student personality traits, cognitive styles, and gender. Suggestions for future research are made. (7 references) (CLB)

This study was designed to answer two questions: (1) Can cognitive strategies to increase testwiseness be taught? and (2) Can such strategies be generalized? Strategies presented were: length of option, middle range, similarity or oppositeness, and deduction. The answer to the first question was affirmative, and the second a qualified…

Students with learning disabilities work to avoid difficult tasks while trying to appear competent ("passing"). They also check, monitor, and evaluate their actions, a form of "metacognition." These are flip sides of the same coin of strategic interaction and are context-bound, not context-free activities. (Author/LHW)

This research describes the preferred learning styles of secondary vocational home economics students and assesses variations by grade level, sex, and prior home economics courses completed. The learning style characteristics examined include (1) serious, analytical learner, (2) active, practical learner, (3) observation-centered learner, (4)…

Seventy-two 11-year-old students were tested on 32 dictated words containing two levels of both visual and phonemic complexity. Students were grouped within sexes on their extraversion scores on the Junior Eysenck Personality Inventory and quotients on the Raven's Matrices. Spelling performance was found to interact significantly with level of…

To determine whether self-identified independent learners differed significantly from their colleagues regarding preferred learning methods or sources of information, this study assessed physicians who scheduled independent learning activities and physicians who attended a traditional refresher course. Both groups rated learning methods and…

The study found that although field independent and field dependent sixth grade students had equal prior knowledge of economic concepts, field independent students learned more than field dependent students from "Trade-Offs." Males were more field independent than females. Although males scored higher on the posttest, the difference was…

Assessed learning style of secondary students, categorized as dropout (N=345), alternative (N=214), or traditional students (N=213) using the Learning Style Inventory (LSI). The groups were differentiated on 17 of 23 variables, with dropouts being motivated, peer and teacher oriented, easily bored, preferring evening for learning, preferring…

Factor analysis of six relevant measures indicated that three factors define student learning styles: (a) learning skills, (b) personal reactions to life experiences, and (c) academic work skills. (Author)

Arguing that a well designed graphical display can function as a memory store, this article suggests three principles for the design and use of computer graphics: parsimony, accessibility, and reflection. It is suggested that "progressive graphics" are particularly suited to computer implementation. (Author/MBR)

Investigated whether there are unique and common elements between Johnson's (1978) theory and other related theories of decision making and learning among college students exploring academic and occupational alternatives. Results indicated there were some common elements in the ways students approach learning and career decision making along with…

A prototype cognitive neuroscience/learning style preservice teacher education program was designed and experimentally implemented at The Ohio State University. The program is described and results of two followup studies are summarized. (MT)

The National Association of Secondary School Principals formed a national task force on learning styles, defining them as the composite of cognitive, affective, and physiological factors that indicate how a learner approaches learning. The goal was to develop a workable diagnostic instrument leading to personalized education. (MT)